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Öğretmen Adaylarının Yenilenebilir Enerji Kaynakları ile İlgili Anlayışları

Year 2023, , 406 - 415, 29.09.2023
https://doi.org/10.17556/erziefd.1233401

Abstract

Bu çalışmada fen bilgisi öğretmen adaylarının yenilenebilir enerji kaynakları ile ilgili anlamalarını belirlemek amaçlanmıştır. Çalışmada nitel araştırma yöntemi kullanılmıştır. Çalışmaya 33 fen bilgisi öğretmen adayı katılmıştır. Çalışmada katılımcıların belirlenmesinde amaçlı örnekleme yöntemi kullanılmıştır. Çalışmada veriler 15-20 dakikalık yarı yapılandırılmış görüşmeler ile elde edilmiştir. Araştırmacılar tarafından hazırlanmış olan ve yenilenebilir enerji kaynaklarının neden tercih edilebileceği, yenilenebilir enerji kaynaklarının kullanımının gerekli olup olmadığı ve yenilenebilir enerji kaynaklarının kullanımının nasıl artırılabileceği ile ilgili soruların yer aldığı görüşme formu kullanılmıştır. Tüm görüşmeler öğretmen adaylarından izin alınarak ses kayıt cihazıyla kaydedilmiştir. Görüşme verileri diğer araştırmacı tarafından transkript edilerek bilgisayar ortamına aktarılmıştır. Elde edilen veriler içerik analiziyle analiz edilmiştir. Analiz sonucu konu ile ilgili kodlar ve kategoriler belirlendikten sonra temalar oluşturulmuştur. Öğretmen adaylarının yenilenebilir enerji kaynakları ile ilgili anlamalarının incelendiği çalışmada elde edilen veriler 3 farklı tema altında toplanmış ve sonuçlar genel olarak değerlendirilmiştir. Elde edilen bulgular doğrultusunda öğretmen adaylarının konu ile ilgili 3 farklı tema altında oldukça faklı görüş bildirseler de bu fikirleri bildiren fen bilgisi öğretmen adayı yüzdesinin düşük olması anlama düzeylerinin yeterli olmadığı şeklinde yorumlanabilir.

References

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  • Keramitsoglou, K. M. (2016). Exploring adolescents’ knowledge, perceptions and attitudes towards Renewable Energy Sources: A colour choice approach. Renewable and Sustainable Energy Reviews, 59, 1159-1169. https://doi.org/10.1016/j.rser.2015.12.047 .
  • Khan, S. A. R., Yu, Z., Belhadi, A., & Mardani, A. (2020). Investigating the effects of renewable energy on international trade and environmental quality. Journal of Environmental management, 272, 111089. https://doi.org/10.1016/j.jenvman.2020.111089
  • Kırıkkaleli, D., & Adebayo, T.S. (2021). Do public-private partnerships in energy and renewable energy consumption matter for consumption-based carbon dioxide emissions in India?. Environmental Science and Pollution Research, 28, 30139–30152. https://doi.org/10.1007/s11356-021-12692-5
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Pre-service Teachers’ Comprehension of Renewable Energy Sources

Year 2023, , 406 - 415, 29.09.2023
https://doi.org/10.17556/erziefd.1233401

Abstract

This study aims to identify pre-service science teachers’ comprehension of renewable energy sources. The study was conducted with a qualitative research method. 33 pre-service science teachers were included in the study group. A purposeful sampling method was used in choosing the participants in the study. The study data were collected through 15-20-minute semi-structured interviews. The interview form containing questions prepared by the researchers on why to prefer renewable energy sources, whether or not the use of renewable energy sources was necessary, and how to promote the use of those sources was used in the interviews. All the interviews were voice recorded by taking the consent of the participants. The data obtained from the interviews were transcribed and then put into a computer by the other researcher and analyzed by content analysis. During the analysis, themes were created after the codes and categories were determined. After that, the data were divided into themes. The findings were considered in three themes and the results obtained were evaluated generally. Although it was considered a result that the pre-service science teachers stated their views in three different themes, the fact that the low rates of the views stated can be interpreted as that their comprehension of renewable energy sources is inadequate.

References

  • Abdmouleh, Z., Gastli, A. & Ben-Brahim, L. (2018). Survey about public perception regarding smart grid, energy efficiency & renewable energies applications in Qatar. Renewable and Sustainable Energy Reviews, 82, 168-175. https://doi.org/10.1016/j.rser.2017.09.023
  • Açikgöz, C. (2011). Renewable energy education in Turkey. Renewable Energy, 36(2), 608-611. https://doi.org/10.1016/j.renene.2010.08.015
  • Akinwale, Y. O. (2022). Awareness and perceptions of university students in the business college towards energy savings and renewable energy sources in Saudi Arabia. International Journal of Energy Economics and Policy, 12(3), 470-476. https://doi.org/10.32479/ijeep.13004
  • Alawin, A.A., Rahmeh, T.A., Jaber, J.O., Loubani, S., Dalu, S.A., Awad, W. & Dalabih, A. (2016). Renewable energy education in engineering schools in Jordan: Existing courses and level of awareness of senior students. Renewable and Sustainable Energy Reviews, 65, 308-318. https://doi.org/10.1016/j.rser.2016.07.003
  • Altuntaş, E.Ç. & Turan, S.L. (2018). Awareness of secondary school students about renewable energy sources’. Renewable Energy,116, 741-748. https://doi.org/10.1016/j.renene.2017.09.034
  • Assali, A., Khatib, T. & Najjar, A. (2019). Renewable energy awareness among future generation of Palestine’. Renewable Energy, 136, 254-263. https://doi.org/10.1016/j.renene.2019.01.007
  • Başaran Uğur, A. R., Bektaş, O., & Güneri, E. (2021). Pre-service science teacher’ views regarding renewable energy sources. MANAS Journal of Social Studies, 10(2), 828-850. https://doi.org/10.33206/mjss.776166
  • Bhattacharya, S.C. (2001). Renewable energy education at the university level. Renewable Energy, 22 (1-3),.91-97. https://doi.org/10.1016/S0960-1481(00)00011-2
  • Bozdoğan, A. E., & Yiğit, D. (2014). Investigation of prospective teachers' opinions to the alternative energy sources according to different variables. Electronic Journal of Education Sciences, 3(6), 113-130.
  • Candra, O., Chammam, A., Alvarez, J. R. N., Muda, I., & Aybar, H. Ş. (2023). The impact of renewable energy sources on the sustainable development of the economy and greenhouse gas emissions. Sustainability, 15(3), 2104. http://dx.doi.org/10.3390/su15032104
  • Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed., Thousand Oaks, CA: Sage Publications.
  • Çelikler, D. & Aksan, Z. (2015). The opinions of secondary school students in Turkey regarding renewable energy’. Renewable Energy, 75, 649-653. https://doi.org/10.1016/j.renene.2014.10.036
  • Çelikler, D. & Aksan, Z. (2016). The development of an attitude scale to assess the attitudes of high school students towards renewable energy sources. Renewable and Sustainable Energy Reviews, 54,1092-1098. https://doi.org/10.1016/j.rser.2015.10.049
  • Çelikler, D. (2013). Awareness about renewable energy of pre-service science teachers in Turkey. Renewable Energy, 60, 343-348. https://doi.org/10.1016/j.renene.2013.05.034
  • Çoker, B., Çatlioglu, H. & Birgin, O. (2010). Conceptions of students about renewable energy sources: a need to teach based on contextual approaches. Procedia - Social and Behavioral Sciences, 2(2), 1488-1492. https://doi.org/10.1016/j.sbspro.2010.03.223
  • Dönmez Usta, N., Karslı, F. & Durukan, Ü. G. (2016). Effect of the computer assisted ınstruction material on prospective teachers’ learning of the renewable energy sources. Mersin University Journal of the Faculty of Education, 12(1), 196-210. http://dx.doi.org/10.17860/efd.70389
  • Duriau, V. J., Reger, R. K., & Pfarrer, M. D. (2007). A content analysis of the content analysis literature in organization studies: Research themes, data sources, and methodological refinements. Organizational Research Methods, 10(1), 5–34. https://doi.org/10.1177/1094428106289252
  • Ewim, D. R. E., Abolarin, S. M., Scott, T. O., & Anyanwu, C. S. (2023). A Survey on the Understanding and Viewpoints of Renewable Energy among South African School Students. The Journal of Engineering and Exact Sciences, 9(2), 15375–01e. https://doi.org/10.18540/jcecvl9iss2pp15375-01e
  • Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012) How to design and evaluate research in education, 8th ed., New York: McGraw-Hill.
  • Güven, G. & Sülün, Y. (2017) Pre-service teachers' knowledge and awareness about renewable energy’, Renewable and Sustainable Energy Reviews, 80, 663-668. https://doi.org/10.1016/j.rser.2017.05.286
  • Jurasz, J., Canales, F.A., Kies, A., Guezgouz, M. & Beluco, A. (2020). A review on the complementarity of renewable energy sources: Concept, metrics, application and future research directions. Solar Energy, 195, 703-724. https://doi.org/10.1016/j.solener.2019.11.087
  • Kandpal, T.C. & Broman, L. (2014). Renewable energy education: A global status review. Renewable and Sustainable Energy Reviews, 34, 300-324. https://doi.org/10.1016/j.rser.2014.02.039
  • Kaplan Mintz, K., Tal, T., & Ayalon, O. (2021). Motivation to teach a non-mandatory learning-unit on energy efficiency and renewable energy. International Journal of Science Education, 43(8), 1228-1249. https://doi.org/10.1080/09500693.2021.1907631
  • Karakaya Cirit, D. (2017). Pre-service science teachers’ (PST) knowledge involving the topic of renewable energy sources. Turkish Journal of Educational Studies, 4(3), 21-43.
  • Karasmanaki, E. & Tsantopoulos, G. (2019). Exploring future scientists' awareness about and attitudes towards renewable energy source. Energy Policy, 131, 111-119. https://doi.org/10.1016/j.enpol.2019.04.032
  • Karatepe, Y., Neşe, S.V., Keçebaş, A. & Yumurtacı, M. (2012). The levels of awareness about the renewable energy sources of university students in Turkey. Renewable Energy, 44, 174-179. https://doi.org/10.1016/j.renene.2012.01.099
  • Keho, Y. (2016). What drives energy consumption in developing countries? The experience of selected African countrie. Energy Policy, 91, 233-246. https://doi.org/10.1016/j.enpol.2016.01.010
  • Keramitsoglou, K. M. (2016). Exploring adolescents’ knowledge, perceptions and attitudes towards Renewable Energy Sources: A colour choice approach. Renewable and Sustainable Energy Reviews, 59, 1159-1169. https://doi.org/10.1016/j.rser.2015.12.047 .
  • Khan, S. A. R., Yu, Z., Belhadi, A., & Mardani, A. (2020). Investigating the effects of renewable energy on international trade and environmental quality. Journal of Environmental management, 272, 111089. https://doi.org/10.1016/j.jenvman.2020.111089
  • Kırıkkaleli, D., & Adebayo, T.S. (2021). Do public-private partnerships in energy and renewable energy consumption matter for consumption-based carbon dioxide emissions in India?. Environmental Science and Pollution Research, 28, 30139–30152. https://doi.org/10.1007/s11356-021-12692-5
  • Komendantova, N., Pfenninger, S. & Patt, A. (2014). Governance barriers to renewable energy in North Africa’. The International Spectator, 49(2), 50-65. https://doi.org/10.1080/03932729.2014.907627
  • Kyngäs, H. (2020). Qualitative Research and Content Analysis. In: Kyngäs, H., Mikkonen, K., Kääriäinen, M. (eds) The Application of Content Analysis in Nursing Science Research. Springer, Cham. https://doi.org/10.1007/978-3-030-30199-6_1
  • Liarakou, G., Gavrilakis, C. & Flouri, E. (2009). Secondary school teachers’ knowledge and attitudes towards renewable energy sources. Journal of Science Education and Technology, 18(2), 120-129. https://doi.org/10.1007/s10956-008-9137-z
  • Lise W. & Bayramoğlu-Lise B. (2020). Tapping the Potential: Turkey and Renewable Energy Sources. In Dorsman A., Arslan-Ayaydin Ö., & Thewissen J. (Eds.), Regulations in the Energy Industry (pp. 107-124). Springer, Cham.
  • Lucas, H., Pinnington, S. & Cabeza, L.F. (2018). Education and training gaps in the renewable energy sector’. Solar Energy, 173, 49-455. https://doi.org/10.1016/j.solener.2018.07.061
  • Malamatenios, C. (2016). Renewable energy sources: Jobs created, skills required (and identified gaps), education and training. Renewable Energy and Environmental Sustainability, 1, 1-6. https://doi.org/10.1051/rees/2016038
  • Mayring, P. (2002). Einführung in die Qualitative Sozialforschung. (5. Auflage). Weinheim: Beltz Verlag.
  • Miles, M.B. & Huberman, M. (1994) Qualitative data analysis: An expanded sourcebook. Thousand Oaks CA: Sage Publications.
  • Negro, S. O., Alkemade, F. & Hekkert, M. P. (2012). Why does renewable energy diffuse so slowly? A review of innovation system problems. Renewable and Sustainable Energy Reviews, 16,(6), 3836-3846. https://doi.org/10.1016/j.rser.2012.03.043
  • Ocetkiewicz, I., Tomaszewska, B. & Mróz, A. (2017). Renewable energy in education for sustainable development. The Polish experience. Renewable and Sustainable Energy Reviews, 80, 92-97. https://doi.org/10.1016/j.rser.2017.05.144
  • Özil, E., Uğursal, V. I., Akbulut, U. & Özpinar, A. (2008). Renewable energy and environmental awareness and opinions: A survey of university students in Canada, Romania, and Turkey. International Journal of Green Energy, 5(3), 174-188. https://doi.org/10.1080/15435070802107025
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage Publications, Inc.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section In This Issue
Authors

Şenol Şen 0000-0003-3831-3953

Senar Temel 0000-0001-6050-4794

Early Pub Date August 26, 2023
Publication Date September 29, 2023
Acceptance Date July 3, 2023
Published in Issue Year 2023

Cite

APA Şen, Ş., & Temel, S. (2023). Pre-service Teachers’ Comprehension of Renewable Energy Sources. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 406-415. https://doi.org/10.17556/erziefd.1233401